Discuss Three Models of Teaching: Pedagogy, Andragogy, and Geragogy
Commentary
In the last three sessions, we focused on the older adult as learner, learning needs and barriers, and the concept and practice of self-directed learning. We saw how self-directed learning theory grew from studying people who were self-educated. In most cases, the self-directed learner has some form of contact with a teacher/facilitator, mentor, or resource person; this week our focus shifts to the teacher as we explore theories and models for teaching older adults.
Three Models of Teaching: Pedagogy, Andragogy, and Gerogogy
Three general approaches to teaching help us to consider what is different about teaching children, adults, and older adults, and therefore how we can be most effective in teaching them.
Pedagogy commonly refers to the teaching of children. The body of theory and practice on which teacher-directed learning is based is often given the label “pedagogy,” from the Greek words paid (meaning “child”) and agogus (meaning “guide”)-thus being defined as the art and science of teaching children (Knowles, 1975).
Andragogy is commonly used to refer to the teaching of adults. The body of theory and practice on which self-directed learning is based has been labelled “andragogy,” from the Greek word aner (meaning “adult”)-thus being defined as the art and science of helping adults (or even better, maturing human beings) learn (Knowles, 1975).
Gerogogy has been proposed, though not widely used, as an approach to the teaching of older adults.
These approaches to teaching are based on philosophies and beliefs about:
What learners need to know;
How learners learn best;
The expert and the role of experience;
The relationship between learner and teacher;
The role of the teacher.
Knowles, who is considered the father of andragogy in North America, defined self-directed learning (andragogy) in opposition to teacher-directed learning with respect to assumptions and processes; these became the foundation for Knowles’ theory of andragogy, described in your Holton et al. reading for this week.
Table 1 summarizes Knowles’ comparison of the two approaches.
